...the language teaching classroom. 6. The Natural Approach. 1. Objectives of the Natural Approach. [pic]. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to eaching reading: key concepts and the language teaching classroom. 7. The Silent way. 1. Objectives of the Silent way. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to teaching writing: key concepts and the language teaching classroom. 8. The Community Language Learning method. 1. Objectives of the Community Language Learning method [pic]. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to teaching listening: key concepts and the language teaching classroom. 9. Suggestopedia. 1. Objectives of Suggestopedia[pic]. 2. Key features of the method. 3. Typical Techniques. 4. Weak and strong...
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...The Input Hypothesis: Krashen views the whole process of language learning through five integral hypotheses, which we can find very interesting if we did not account for the big leaks that each of those hypotheses has while reading them. It makes a lot of sense to differentiate between learning and acquisition, as Krashen does, claiming that acquisition happens subconsciously and we produce language by the knowledge we gain; whereas learning is a conscious process entailing realizing “rules” and being able to talk about them. This differentiation reminds us of the two major types of cognitive knowledge: Procedural Knowledge and Declarative Knowledge, to which Krashen never connects his hypothesis, claiming that acquisition is guided by Universal Grammar through the Language Acquisition Device and that learning can never be turned into acquisition in a formal setting. He also thinks that the learned knowledge acts as a filter or a monitor on the acquired knowledge which is responsible for production, but he does not account for this monitor in comprehension in both L1 and L2 settings. Supporting these claims, Krashen studied the order of morpheme acquisition to assume that language is acquired in a predictable order controlled by the Universal Grammar, but he ended up noticing differences and variations in the order. The last two hypotheses of Krashen, which mainly account for second language learning, are the Input and the Affective Filter Hypotheses. People acquire second languages...
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...Language Teaching Methodology Theodore S. Rodgers, Professor Emeritus, University of Hawaii Background Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Language Teaching Methodology Defined Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked...
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...Content Introduction 1. Comparative Teaching Methodologies 1.1 Grammar Translation Method 1.2 Direct Method 1.3 Audio-Lingual Method 1.4 Silent Way 1.5 Total Physical Response (TPR) Community Language Learning (CLL) 1.6 Suggestopedia (Suggestology) 1.7 Communicative Approach 1.8 Natural Approach 1.9 Emotional-semantic method 2. Theoretical aspect of effective methods of teaching 2.1 The bases of teaching a foreign language 2.2 Effective ways and techniques of teaching a foreign language 2.2.1 Constructivist teaching strategies 2.2.2 Communicative Teaching Method 2.2.3 Using project method in teaching a foreign language 2.2.4 The method of debates 2.2.5 Games 2.2.6 Role plays as a method of teaching 2.3 Methodological principles of modern methods of teaching 2.4 Practical aspect of ways of teaching 3. Comparative characteristics of modern techniques of teaching English 3.1 Features of techniques 3.1.1 Communicative method 3.1.2 Project methodology 3.1.3 Intensive method 3.1.4 Activity Based method 3.2 Similarities of methods 3.3 Positive and negative aspects of techniques Conclusion Bibliography Appendix Introduction Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a...
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...Contents INTRODUCTION 3 Chapter One 5 Methods of Teaching Foreign Language 5 Chapter Two 8 Teaching Vocabulary 8 Textbook analysis……………………………………………………………………………………………………………….....................20 CONCLUSION ...22 INTRODUCTION It seems almost impossible to overstate the power of words; they literally have changed and will continue to change the course of world history. Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words. Our ability to function in today’s complex social and economic world is mightily affected by our language skills and word knowledge. Words are the primary building blocks of effective communication. Although gestures and facial expressions work well in face-to-face communication, words carry the weight of meaning when people are removed from each other in distance and time.The linguist David Wilkins summed up the importance of vocabulary in this way:”Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. His view is echoed from a course book (Dellar H and Hocking D, Innovations, LTP):”If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!” ...
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...The Effect of Classical Music on the Reading Comprehension of Iranian Students Nasser Rashidi Shiraz University, Shiraz, Iran Email: Nrashidi@rose.shirazu.ac.ir Farman Faham Shiraz University, Iran Abstract—The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background. Index Terms—reading comprehension, music, background music, classical music, Mozart sonata I. INTRODUCTION The use of music as a tool by language teachers to teach foreign languages has been the center of attention to researchers for many years. That is why in the literature we can see different, but mostly positive comments concerning the effectiveness of music in language learning and performance. It has been stated that music can contribute to...
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...THE EFFECT OF AFFECT ON FOREIGN LANGUAGE LEARNING: A REVIEW OF THE ANXIETY RESEARCH Thomas Scovel University of Pittsburgh Although studies of the relationship between affective factors and language learning proficiency abound in the literature, the evidence to support such a relationship is difficult to interpret. Much of the problem resides in the fact that a wide range of variables are lumped together under the rubric “affect.” An attempt is made to ameliorate this situation by defining affective variables in terms of traditional psychological theory and classifying them as a subset of those variables intrinsic to the learner. The conflicting evidence dealing with one important affective variable, anxiety, is then examined, and it is shown that ambiguous experimental results can be resolved if the distinction between facilitating and debilitating anxiety is drawn. Further classificatory distinctions are discussed from the abundant experimentation undertaken by applied psychologists, and an attempt is made to consider the implications of some of this research for adult language learning-for some of the new methodologies in EFL as well as for future research opportunities. Affective Variables One does not have to delve deeply into the literature on the relationship between affective variables and second language learning to discover that “affect” is a cover term under which is swept a wide range of disparate constructs and behaviors. Included under the...
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....=-.8 Gontext in Teaching its social Language English c, s o c i o l i n g u i s tech n o g r a p h ia n d it, n e _ - r l l i s hL a n g u a gT e a c h i ni g i t s s o c i a lc o n t e x t o f f e r s h a n d i n t r o d u c ets e and learning on pe , , , a l - p s y c h o l o g i c a lr s p e c t i v e s T E S 0 L t e a c h i n g e l s I l e . . = . a n tl i t e r a t u r e n s e c o n da n g u a ga c q u i s i t i o nt. p r e s e n tE n g l i s ha n g u a gte a c h i n g o contexts' g, i c o . . a r i e t y f s p e c i f i n s t i t u t i o n a l e o g r a p h acn dc u l t u r a l p i e c e - h a v eb e e n s y a b . : . : i c l e s w h i c hi n c l u d e o t hc l a s s i c n d s p e c i a l lc o m m i s s i o n e d e l s - _ .. . , y c h o s e n n o e d i t e d o p r e s e ntth e m a i np r i n c i p l eo f E n g l i s ha n g u a gte a c h i n g ' t a y h r,e c o g n i ste e i n d i v i d u a l i to f s b : , 3 c u so n t h e r o l e sp l a y e d y t e a c h e r a n d l e a r n e r s g u i d a n c eo r s t u d e n t s ' f o i , j . a g e l e a r n e r ss u p p o r t e a c h e r sn t h e p r o v i s i o n f a c t i v e learners between interaction patterns of and negative bothpositive and =-.- r1g, examine :-,rteacherS. n - -ls o v e r a lu n d e r s t a n d io fg l n p u r R e a d eo f f e r s e o p l e n f a m i l i aw i t h r e s e a r cih t h i sf i e l da n r a l l o w i n t h em o r ee x p e r i e n c e d g e g l . = . us s u eis c o n t e m p o r a Ey g l i s...
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...heories about how young children acquire and develop language Young children become amazingly proficient communicators during the first three years of life. As the Birth to Three Matters framework points out, they use 'the hundred languages of children' - body language (including facial expressions and dance); sign language (their own and family inventions as well as an officially recognised sign language); painting, drawing and mark-making; and oral expression. They have been acutely active listeners since their days in the womb, where they learned to recognise the speech patterns, tunes and tones of the languages used in their home contexts. Language theory research informs us that young children's language development is influenced by many factors, including having sensitive adults and older children around them who will listen and attend to their expressions and who will use and model appropriate language themselves. This has been called 'Motherese' by researchers led by Cathy Snow. Children's babbling during their first year includes the sounds of every world language and 'crib talk' demonstrates their intense interest in the sounds they hear around them. Although children with a hearing loss will stop babbling, if they grow up in a home with parents who can sign, they will follow the same patterns of development using their first language - signing - and will sign their first word at around the same age that hearing children speak theirs. Between two and three years...
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...Simply defined, linguistics is the scientific study of language. Though various types of language studies (including grammar and rhetoric) can be traced back over 2,500 years, the era of modern linguistics is barely two centuries old. Kicked off by the late-18th-century discovery that many European and Asian languages descended from a common tongue (Proto-Indo-European), modern linguistics was reshaped, first, by Ferdinand de Saussure (1857-1913) and more recently by Noam Chomsky (born 1928). The systematic study of the nature, structure, and variation of language. Major subfields of linguistics include phonetics, phonology, morphology, syntax, semantics, pragmatics, and discourse analysis. The founder of modern structural linguistics was Ferdinand de Saussure (1857-1913), whose most influential work, Course in General Linguistics, was edited by his students and published in 1916. Source: An Introduction to Language by Victoria Fromkin and Robert Rodman, 6th Ed.) Part One: Introduction to Linguistics Every human knows at least one language, spoken or signed. Linguistics is the science of language, including the sounds, words, and grammar rules. Words in languages are finite, but sentences are not. It is this creative aspect of human language that sets it apart from animal languages, which are essentially responses to stimuli. The rules of a language, also called grammar, are learned as one acquires a language. These rules include phonology, the sound system, morphology, the...
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...LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 12 : 1 January 2012 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. G. Baskaran, Ph.D. L. Ramamoorthy, Ph.D. Causes of Secondary Students’ Failure in Learning English in Bangladesh An M.A. Dissertation* by Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher The English and Foreign Languages University Hyderabad – 500605 Andhra Pradesh, India naushaadk@gmail.com *The dissertation submitted here is the slightly modified version of the dissertation that was submitted for the degree of M.A. ELT. The modifications include stylistic changes and corrections of the printing mistakes that were present in the earlier manuscript. No modification was made on theme or content or data analysis or their interpretation. Language in India www.languageinindia.com 12 : 1 January 2012 Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher Causes of Secondary Students’ Failure in Learning English - An M.A. Dissertation 1 Language in India www.languageinindia.com 12 : 1 January 2012 English Department Institute of Modern Languages University of Dhaka Causes of Secondary Students’ Failure in Learning English Mian Md. Naushaad Kabir Supervisor Professor A.M. M. Hamidur Rahman English Department ...
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...# 2004 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria SDLANG-T/1/2005±2008 LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE...
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